467 research outputs found
Implementation of a web-based educational tool for digital signal processing teaching using the technological acceptance model
This paper presents an exploratory study about the
improvement and validation of a Web-based educational tool.
The tool, designed with Shockwave and Macromedia Director, is
used as a teaching methodology in an undergraduate course using
modern microprocessors, architectures, and applications. An
information system theory, called the Technological Acceptance
Model (TAM), has been applied to detect both the use of the tool
and the external variables that have a significant influence over
it. The obtained results illustrate the strengths and weaknesses to
be reinforced and have been taken into account to implement the
final version of the tool. The proposed method may be extended
to similar tools and experiments to fill the lack of scientific studies
in the validation and acceptance of computer-based educational
tool
Using Veterans’ Technical Skills in an Engineering Laboratory
After years of dissatisfaction with student knowledge and ability to use electrical test and measurement equipment (T&ME), a veteran with significant expertise using this equipment was placed in a Circuit Analysis Lab. This paper reports on this trial and its assessment results. Based on the overwhelming success of this program, this one-semester trial was extended for a second semester
A digital signal processing teaching methodology using concept-mapping techniques
The main goal of this study is to develop a scientific
method for designing a teaching methodology used in a basic
digital signal processing (DSP) course. The proposed method is
based on concept-mapping techniques, which applies multivariate
statistic analysis to summarize the experience and knowledge
of teachers involved in basic DSP teaching. As a result, a set of
teaching methodologies is obtained. This result, as well as other
information obtained related to the relative importance of the
concepts to be covered, has been used to program the course.
Moreover, different teaching tools have been developed to implement
the proposed teaching methodology. Finally, the reliability
of the method has been compared with similar studies to validate
the proposed methodolog
Integrated system-level design in electrical engineering
Journal ArticleThis paper describes an NSF-sponsored department level curriculum reform project in the Electrical and Computer Engineering Department at the University of Utah. The project focuses on developing system-level design projects (mostly labs, but a few software-only projects) that integrate ideas within a class, between classes, and in some cases between disciplines. Written and oral communication is also stressed throughout this program. Materials are available for use by other educators via the PI (Furse) or the website
Analysis of utility and use of a web-based tool for digital signal processing teaching by means of a technological acceptance model
This paper presents an exploratory study about the development of a structural and measurement model
for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring
not only the use of this tool, but also the external variables with a significant influence in its use for planning
future improvements. The tool, designed with Shockwavee and Macromedia Directore, is a web-based
educational environment that has been applied as a teaching methodology in an undergraduate course
involved with modern microprocessors architectures and applications. The proposed methodology may
be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance
of computer-based educational tool
Patterns of Learning Object Reuse in the Connexions Repository
Doctoral Dissertation abstract: Since the term learning object was first published, there has been either an explicit or implicit expectation of reuse. There has also been a lot of speculation about why learning objects are, or are not, reused. This study quantitatively examined the actual amount and type of learning object use, to include reuse, modification, and translation, within a single open educational resource repositoryâConnexions. The results indicate that about a quarter of used objects are subsequently reused, modified, or translated. While these results are repository specific, they represent an important first step in providing an empirical evaluation of the frequency and some reasons for reuse, as well as establishing metrics and terminology for future studies
Integrating Robotics into First-Year Experience Courses
Robotics are a popular component of many introductory engineering and computer science courses. At Southern Adventist University, the School of Computing faculty decided to integrate robotics into a discipline-specific section of the University’s first-year experience course. The integration of robotics into a first-year experience course has created a hands-on introduction to college life within the Computing discipline while introducing students to the problem-solving process. This paper will introduce a very low-cost robotic platform kit ($50-75) that has been developed for the first-year experience course. Student assessment data from the first offering of this course with the SouthernBot 2.0 kit shows that overall, students were engaged in the open-ended design projects completed during the building of the robot platform
Video and image systems engineering education for the 21st century
Includes bibliographical references.We are developing a new graduate program at Purdue in Video and Image Systems Engineering (VISE). The project is comprised of three parts: a new curriculum centered around a degree option in VISE to be earned as part of the Masters or Ph.D. degrees; a state-of-the-art lecture/laboratory facility for instruction, laboratory experiments, and project and homework activities in VISE courses; and enhancement of existing courses and development of new courses in the VISE area.Supported by an Image Systems Engineering Grant from Hewlett-Packard Company
Vertically Integrated Projects (VIP) Programs: Multidisciplinary Projects with Homes in Any Discipline
A survey of papers in the ASEE Multidisciplinary Engineering Division over the last three years shows three main areas of emphasis: individual courses; profiles of specific projects; and capstone design courses. However, propagating multidisciplinary education across the vast majority of disciplines offered at educational institutions with varying missions requires models that are independent of the disciplines, programs, and institutions in which they were originally conceived. Further, models that can propagate must be cost effective, scalable, and engage and benefit participating faculty. Since 2015, a consortium of twenty-four institutions has come together around one such model, the Vertically Integrated Projects (VIP) Program. VIP unites undergraduate education and faculty research in a team-based context, with students earning academic credits toward their degrees, and faculty and graduate students benefitting from the design/discovery efforts of their multidisciplinary teams. VIP integrates rich student learning experiences with faculty research, transforming both contexts for undergraduate learning and concepts of faculty research as isolated from undergraduate teaching. It provides a rich, cost-effective, scalable, and sustainable model for multidisciplinary project-based learning. (1) It is rich because students participate multiple years as they progress through their curriculum; (2) It is cost-effective since students earn academic credit instead of stipends; (3) It is scalable because faculty can work with teams of students instead of individual undergraduate research fellows, and typical teams consist of fifteen or more students from different disciplines; (4) It is sustainable because faculty benefit from the research and design efforts of their teams, with teams becoming integral parts of their research. While VIP programs share key elements, approaches and implementations vary by institution. This paper shows how the VIP model works across sixteen different institutions with different missions, sizes, and student profiles. The sixteen institutions represent new and long-established VIP programs, varying levels of research activity, two Historically Black Colleges and Universities (HBCUs), a Hispanic-Serving Institution (HSI), and two international universities1. Theses sixteen profiles illustrate adaptability of the VIP model across different academic settings
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